评估播客作为客观结构化临床考试培训工具：一项使用生成式人工智能模拟的随机试验。

Evaluating podcasts as a tool for OSCE training: a randomized trial using generative AI-powered simulation.

作者信息

Dupont Vincent, Guerrot Dominique, Bouazzi Leila, Figueres Lucile, Pers Yves-Marie, Guenou Emmanuel, Barbe Coralie, Yauy Kevin

机构信息

Department of nephrology, University Hospital of Reims, 45 rue Cognacq Jay, Reims, 51100, France.

Research on Health University Department, University of Reims Champagne-Ardenne, Reims, France.

出版信息

BMC Med Educ. 2025 Mar 24;25(1):429. doi: 10.1186/s12909-025-06675-0.

DOI:10.1186/s12909-025-06675-0

PMID:40128772

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11934527/

Abstract

INTRODUCTION

Objective Structured Clinical Examinations (OSCEs) are critical for assessing clinical competencies in medical education. While traditional teaching methods remain prevalent, this study introduces an innovative approach by evaluating the effectiveness of an OSCE preparation podcast in improving medical students' OSCE performance using nephrology as a proof of concept. This novel method offers a flexible and accessible format for supplementary learning, potentially revolutionizing medical education.

METHODS

A mono-centric randomized controlled trial was conducted among 50 fourth-year medical students. Participants were randomly assigned to either the podcast intervention group or a control group. Both groups completed six nephrology-specific OSCE stations on DocSimulator, a generative AI-powered virtual patient platform. Scores from three baseline and three post-intervention OSCE stations were compared. The primary outcome was the change in OSCE scores. Secondary outcomes included interest in nephrology and students' self-reported competence in nephrology-related skills.

RESULTS

The baseline OSCE scores did not differ between the two groups (23.8 ± 3.9 vs. 23.3 ± 5.3; p = 0.77). After the intervention, the podcast group demonstrated a significantly higher OSCE score compared to the control group (27.6 ± 3.6 vs. 23.6 ± 5.0; p = 0.002) with a greater improvement in OSCE scores (+ 3.52[0.7,6.5] vs. -1.22[-3,5.5]; p = 0.03). While the podcast did not increase students' intention to specialize in nephrology (4.2% vs. 4.0%; p = 0.99), it significantly improved their confidence in nephrology-related clinical skills (41.7% vs. 16%, p = 0.04). 68% of students in the podcast group found OSCE training podcast useful for their OSCE preparation, and 96% reported they would use it again.

CONCLUSIONS

The use of an OSCE preparation podcast significantly enhanced students' performance in AI-based simulations and confidence in nephrology clinical competencies. Podcasts represent a valuable supplementary tool for medical education, providing flexibility and supporting diverse learning styles.

TRIAL REGISTRATION

Not applicable.

摘要

引言

客观结构化临床考试（OSCEs）对于评估医学教育中的临床能力至关重要。虽然传统教学方法仍然普遍，但本研究引入了一种创新方法，通过以肾病学为概念验证来评估OSCE备考播客在提高医学生OSCE表现方面的有效性。这种新方法为补充学习提供了一种灵活且易于获取的形式，可能会给医学教育带来变革。

方法

在50名四年级医学生中进行了一项单中心随机对照试验。参与者被随机分配到播客干预组或对照组。两组都在DocSimulator（一个由生成式人工智能驱动的虚拟患者平台）上完成了六个特定于肾病学的OSCE站点。比较了三个基线和三个干预后OSCE站点的分数。主要结果是OSCE分数的变化。次要结果包括对肾病学的兴趣以及学生自我报告的肾病学相关技能的能力。

结果

两组的基线OSCE分数没有差异（23.8±3.9对23.3±5.3；p = 0.77）。干预后，播客组的OSCE分数明显高于对照组（27.6±3.6对23.6±5.0；p = 0.002），OSCE分数的改善更大（+3.52[0.7,6.5]对-1.22[-3,5.5]；p = 0.03）。虽然播客没有增加学生专门从事肾病学的意愿（4.2%对4.0%；p = 0.99），但它显著提高了他们对肾病学相关临床技能的信心（41.7%对16%，p = 0.04）。播客组中68%的学生发现OSCE培训播客对他们的OSCE备考有用，96%的学生报告他们会再次使用它。